School Review

Policy

This policy sets out the process and requirements for school reviews.

Summary

• All schools must participate in a school review every 4 years.
• The school review informs the development of the school’s 4-year School Strategic Plan.
• The school reviewer also assesses compliance with the Curriculum and Student Learning Minimum Standard for schools where this assessment is required.
• Specific information to guide schools through the process is available in the Guidance tab.

Details

School review is a key element of the Framework for Improving Student Outcomes (FISO 2.0) improvement cycle.

Schools undertake a school review every 4 years to inform the directions of the school’s 4-year School Strategic Plan (SSP).

There are 2 components of school review:

1. the pre-review self-evaluation (PRSE) where schools review their data and other evidence to form a collective view of current practice and areas for improvement. Schools complete the PRSE on the Strategic Planning Online Tool (SPOT) with the support of their senior education improvement leader (SEIL)
2. a review facilitated by an independent school reviewer with a panel comprising the principal, SEIL and for most schools, the school council president and challenge partners. Further detail on panel composition is provided in the guidance tab. The panel considers the PRSE and undertakes additional review activities such as classroom observations and focus groups. The review concludes with a report that includes the recommended goals, targets and key improvement strategies for the school’s next SSP.

An assessment of compliance with the Curriculum and Student Learning Minimum Standard will be undertaken for all secondary and specialist schools. For primary schools, a representative sample of schools will be selected for assessment. The allocated reviewer will advise schools if they have been selected. Compliance with the other Minimum Standards for registered schools is assessed separately through the Minimum Standards Compliance Assessment conducted by the department’s Operational Policy, School Engagement and Compliance Division (OPSEC). Refer to Minimum Standards and School Registration for more information.

The school review covers all campuses of a school, including any flexible learning campuses.

Related policies

• Annual Implementation Plan (AIP)
• Annual Report to the School Community
• Framework for Improving Student Outcomes (FISO 2.0)
• Minimum Standards and School Registration
• School Strategic Plan

Relevant legislation

• Education and Training Reform Act 2006 (Vic)
• Education and Training Reform Regulations 2017 (Vic)

Guidance

This guidance contains the following chapters:

1. School Review Panels
2. Preparing for a school review
3. Pre-review self-evaluation
4. What happens during a school review
5. School Review Report
6. Improving outcomes for Koorie students
7. Advice for small schools
8. Advice for specialist schools and designated purpose settings
9. Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements

1. School review panels

The school review is facilitated by the reviewer and includes the principal, senior education improvement leader (SEIL), and, in most cases, the school council president and challenge partners. Review panel member roles and responsibilities are described below, including information on how to select challenge partners.

A small number of reviews will not require the participation of challenge partners or the school council president. You will be advised by your SEIL if this applies to your school. The school community will continue to be engaged during the review process through focus groups.

Principals can choose to invite members of the leadership team, middle leaders, other staff members and student leaders to participate in the school review at their discretion.

Principal

The principal is responsible for:

• communicating with the school community throughout the review process
• leading and completing the pre-review self-evaluation (PRSE) with the support of nominated members of the school leadership team or other staff
• confirming that review panel members and any additional staff are available to participate and understand how to contribute to the review
• sharing the PRSE with panel members
• collaborating with the SEIL to select 2 challenge partners (or more if preferred)
• meeting with the SEIL and reviewer for the preparation meeting
• coordinating the logistics of the review, including circulating the agenda to panel members, organising a room for panel meetings with any necessary audio-visual requirements, scheduling classroom observations and inviting any school community members to present to the panel about the school if desired
• chairing the review panel meetings
• checking the accuracy of the school review report
• presenting the final review report to staff
• presenting the final review report to school council.

Senior education improvement leader

The senior education improvement leader (SEIL) supports the school through the review process and is responsible for:

• liaising with the principal and the School Planning, Review and Annual Reporting Unit to support the scheduling of the school review, identifying where specialist reviewer expertise is needed and recommending changes to the timing and length of reviews where appropriate
• supporting the principal and their nominated staff to collaboratively complete the PRSE
• reviewing and endorsing the final PRSE
• collaborating with the principal to select challenge partners
• meeting with the principal and reviewer for the preparation meeting and supporting the principal to plan for the review
• participating in the review
• checking accuracy and approving the final draft of the review report
• supporting the principal to present the final review report to school council
• if any areas of non-compliance with the Curriculum and Student Learning Minimum Standard are identified, supporting the school to achieve compliance and reporting back to the Operational Policy, School Engagement and Compliance Division once achieved.

Reviewer

The reviewer facilitates the review process and is responsible for:

• contacting the SEIL and principal to organise the preparation meeting
• reviewing the PRSE and preparing pre-review preliminary insights into the data and evidence before the preparation meeting
• requesting any further data or documentation required
• meeting with the principal and SEIL for the preparation meeting
• facilitating key review activities including panel discussions, classroom observations and focus groups
• ongoing synthesis and review of the data and evidence, and developing the recommended goals, targets and key improvement strategies for the School Strategic Plan
• preparing and delivering presentations to support and guide panel discussions
• designing and managing the review activities
• preparing the review report, including editing the draft review report in response to feedback and quality assurance processes and submitting the final school review report for approval
• preparing the compliance assessment reports for department policy requirements and for schools where this is required, the Curriculum and Student Learning Minimum Standard.

School council president

For most reviews, the school council president represents the school council and is responsible for:

• supporting communication to the school community about the review and how they can contribute. This could include gathering feedback from parents and carers as part of the review process
• reviewing the PRSE before review activities commence
• participating in review panel meetings. They may also participate in other review activities
• attending the presentation of the review report to school council.

There are a small number of reviews where school council president participation in the review is not required. The president will still attend the presentation of the report to the council as normal. School councillors and other school community members will continue to be engaged through other review activities such as focus groups during the school review.

The school review process is addressed in school council governance training. Refer to School Council – Training and Good Governance.

Challenge partners

Challenge partners are selected by the principal and SEIL to offer an external, independent perspective on the school’s practices and performance. They can be department subject-matter experts working in regional or central office roles, members of the regional school improvement workforce, principals of other schools, or external subject matter experts.

Challenge partners are responsible for:

• reviewing the PRSE before review activities commence
• participating in review panel meetings to contribute their expertise
• participating in further review activities such as classroom observations and focus groups if available.

To find and contact department subject matter experts who have completed challenge partner training, principals and SEILs can email the School Planning, Review and Annual Reporting Unit at SchoolReview@education.vic.gov.au to request the trained challenge partners contact list. Training is encouraged for challenge partners, but is not required.

The School Planning, Review and Annual Reporting Unit offers challenge partner training once a year. Requests to register for training can be emailed to SchoolReview@education.vic.gov.au

2. Preparing for a school review

This chapter provides information on the notification process and how to prepare for the review, including professional learning and establishing the review panel. For information on completing the pre-review self-evaluation, refer to the Pre-review self-evaluation guidance chapter.

Notification about the review

The School Planning, Review and Annual Reporting Unit emails principals in the year before the review to confirm:

• the allocated term of review, noting senior education improvement leaders (SEILs) will discuss suitable timing with the principal and communicate preferences to the School Planning, Review and Annual Reporting Unit in advance
• how to register for school review professional learning
• any additional supports or adjustments that are available for specific school contexts and settings. For more information, refer to the Advice for small schools and Advice for specialist and designated purpose school settings guidance chapters
• the date when the school’s pre-review self-evaluation (PRSE) template will be available on the Strategic Planning Online Tool (SPOT). For more information, refer to the Pre-review self-evaluation guidance chapter.

Reviewers will contact principals and SEILs at least one term before the review to introduce themselves, arrange the preparation meeting and set specific school review dates.

The school’s SEIL and reviewer will advise the principal of their school’s number of allocated review days.

Professional learning for principals and school leaders

Professional learning is offered to principals at least one term before their review. All sessions are optional, and principals can choose to invite other members of the leadership team or staff to attend.

Professional learning provides an overview of the school review structure and process and activities to assist schools to plan and commence their PRSE.

Principals of schools with 30 enrolments or fewer can choose to attend an optional, special half-hour pre-review briefing coordinated by the School Planning, Review and Annual Reporting Unit the term before the review. These briefings are offered on request.

Principals unable to attend the professional learning can email SchoolReview@education.vic.gov.au to request the materials and a short individual briefing from the School Planning, Review and Annual Reporting Unit if required.

Preparation meeting

The preparation meeting is scheduled 2 weeks after completion of the PRSE and should take place 4 weeks prior to the review. The preparation meeting is for the principal, reviewer and SEIL to:

• develop a shared understanding of their roles
• discuss preliminary insights from pre-review data, including the PRSE, system data and any additional data provided by the school (optional)
• plan the agenda and approach for the review activities, including the focus of classroom observations and focus groups. For more information on review activities, refer to the What happens during a school review guidance chapter.

Other school staff can be included in the preparation meeting if desired.

Communication with the school community about the review

The school principal should use their existing communication channels to let the school community, including staff, students, families and school council members, know about the review and how they can contribute, including:

• the purpose and benefits of school review
• when the review is scheduled
• opportunities for school community members to get involved (for example, focus groups, interviews, surveys)
• how review findings will be shared with the school community and used after the review.

For advice on engaging the school community, refer to the Pre-review self-evaluation guidance and the What happens during a school review guidance chapter.

3. Pre-review self-evaluation

The pre-review self-evaluation (PRSE) on the Strategic Planning Online Tool (SPOT) must be completed by schools, endorsed by the SEIL and shared with panel members at least 6 weeks before the review. The PRSE will also inform planning discussions at the preparation meeting held between 2-4 weeks before the review.

How to complete the PRSE

The PRSE includes the following sections, where schools reflect on their practices and review and assess past performance:

• brief commentary on the schools’ current practices and evidence of impact on student learning and wellbeing outcomes in relation to the Framework for Improving Student Outcomes (FISO) 2.0 core elements.
• brief description of the schools’ approach to reducing the number of ‘needs additional support’ students in reading and numeracy in NAPLAN .
• a pre-populated self-evaluation against the FISO 2.0 continua of practice from the school’s most recent self-evaluation in the Annual Implementation Plan (AIP). Schools can update the assessment if preferred.
• an assessment of the previous School Strategic Plan (SSP) outcomes.

Schools also record the selected challenge partners for their review with a brief accompanying rationale.

The PRSE includes pre-populated evidence from the previous School Strategic Plan (SSP), Annual Report, and the last 4 Annual Implementation Plans (AIPs). Schools can choose to upload additional evidence if they wish.

As part of the PRSE, all schools will self-assess compliance with the department policy requirements and all secondary, specialist and a sample of primary schools will self-assess compliance against the Curriculum and Student Learning Minimum Standard. Compliance checklists will be available through the PRSE for schools who are required to complete the assessment. For more information, refer to Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements.

Engaging the school community when preparing the PRSE

Principals can involve their school improvement team, school leadership team or other nominated staff.

It is recommended that the school community, including staff, students, families and school council members are engaged to support the preparation of the PRSE.

Further advice for small schools and specialist schools regarding the PRSE can be found in the Advice for small schools and Advice for specialist and designated purpose school settings guidance chapters.

Accessing the PRSE on SPOT

The school's PRSE template is available on SPOT (staff login required) at least one term before the review.

The PRSE will be linked to the most recent SSP (or AIP for new schools),and can be accessed by the principal and SEIL. The department will grant reviewers access as needed. The principal can provide access to other school leaders or staff if needed using the 'Delegate editing rights' section at the top of the My School page on SPOT.

Finalising the PRSE

When the PRSE is complete, the principal can use the 'attest and submit' button in the 'Review and endorse' tab to submit the PRSE for SEIL approval. The SEIL can revert the PRSE to draft if changes are needed, in discussion with the principal.

Upon SEIL approval, the PRSE must be shared with panel members 6 weeks before the review.

For further information or questions regarding SPOT, refer to the SPOT troubleshooting guide (DOCX) (staff login required) or contact the School Planning, Review and Annual Reporting Unit via SPOT.Support@education.vic.gov.au

4. What happens during a school review

Key review activities

Schools will be allocated between 1-4 review days depending on the school’s Differentiated School Performance Method group, school size and in consultation with regions. School reviewers will advise principals of the number of days allocated for the review.

All school reviews will cover the following activities. The time allocated to each activity will vary according to the duration of the review. Key review activities include:

• initial panel discussions informed by preliminary insights into the data and evidence prepared by the reviewer. This is informed by the school’s completed PRSE, and any other contextual information, data or evidence shared with the reviewer. The discussion supports the panel to form a shared understanding of current student learning and wellbeing outcomes and school practices of strength and areas for further investigation through review activities.
• classroom observations and focus groups with staff, students and parents/carers (generally one of each). It is recommended that English and mathematics classrooms are observed. When planning for classroom observations, panels should consider how to best gather a valid and reliable observed sample of classroom practice. For secondary schools, where possible, observation of VCE English and/or mathematics, and VCE VM classes is recommended
• observation of meeting(s) of Professional Learning Communities (PLC) (one recommended) where possible
• mid-review check-ins with the panel to briefly discuss emerging insights gathered throughout the review
• a final meeting where the panel reflects on the evidence gathered from the review, confirms the key priorities moving forward, and develops the key directions (goals, targets and key improvement strategies) for the next School Strategic Plan (SSP). The final meeting also includes an opportunity for the panel to develop draft actions for the Annual Implementation Plan (AIP) that can implement the key improvement strategies identified in the SSP.

Note that to maintain the integrity of the review, principals and other school leaders do not usually participate in focus groups and interviews but can participate in classroom observations.

For further advice on developing the key directions for the next SSP, refer to the School Strategic Plan guidance chapter on the Policy and Advisory Library or contact the School Planning, Review and Annual Reporting Unit at schoolplanning@education.vic.gov.au.

5. School review report

The school reviewer prepares a report to document the findings of the review, including key directions for the next School Strategic Plan (SSP) and their supporting rationale. This should reflect the findings of the review that are summarised in the report. The report is quality assured, checked for accuracy by the principal, and then approved by the senior education improvement leader (SEIL). This process takes approximately 10 business days. If there are delays, please contact SchoolReview@education.vic.gov.au

Once the report has been finalised, the department will pre-populate the key directions from the report to the school’s draft SSP on the Strategic Planning Online Tool (SPOT) (staff login required).

Review reports will vary in length depending on the duration of the review. All review reports will contain a summary of findings on student outcomes and school practices and key directions for the next SSP.

The principal presents the approved review report to school council, with support from the SEIL.

The principal determines the extent to which the full report is shared with school community members, considering any privacy or sensitivity issues. For example, the principal can choose to share the full report with the school leadership team, the key directions with the school improvement team, and relevant excerpts with curriculum leaders.

Feedback on the school review process

At the conclusion of the review, the School Planning, Review and Annual Reporting Unit will email a survey link to principals, SEILs and challenge partners to provide the opportunity to give feedback on the review process.

Feedback can also be provided by emailing SchoolReview@education.vic.gov.au

6. Improving outcomes for Koorie students

Under the department’s Koorie Education policy, schools are required to work in partnership with the local Koorie community to develop place-based approaches to improving student outcomes. Child Safe Standard 1 requires schools to establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.

As part of the review, schools are encouraged to engage with Koorie students and families to seek input and feedback on school experiences, practices and supports.

Schools may hold focus groups with Koorie students and/or families or partner with their Local Aboriginal Education Consultative Group (LAECG), or other formal or informal family and community groups, to facilitate culturally responsive opportunities for engagement, input and feedback.

This might include Campfire Conversations or yarning circles. LAECGs can be contacted through the Victorian Aboriginal Education Association Incorporated (VAEAI).

Please be mindful of kinship structures and the broader understanding of family and community, noting the term ‘families’ is used to include parents, grandparents, carers, and kin of Koorie students.

When reflecting on outcomes for Koorie students, schools are encouraged to consider their implementation of the Marrung Aboriginal Education Plan.

When developing the key directions for the School Strategic Plan, schools should consider whether it would be appropriate to include specific goals, targets and key improvement strategies to improve outcomes for Koorie students.

For further detail, refer to the Koorie Education policy, Marrung Aboriginal Education Plan and Child Safe Standard 1.

7. Advice for small schools

Matching of reviewers

The School Planning, Review and Annual Reporting Unit will match schools to a reviewer with expertise in working with schools with 200 enrolments or fewer.

Professional learning

Examples tailored specifically for small schools will be made available as part of the school review professional learning.

A special half-hour pre-review briefing is also offered to schools with 30 enrolments or fewer in the term before the scheduled review (upon request). Please contact the team at schoolreview@education.vic.gov.au if you would like to access the briefing.

Further information on professional learning is available in the Preparing for a school review guidance chapter.

Time release to participate in school review activities

Schools with up to 100 enrolments are eligible to claim reimbursement for up to 2 days of casual relief teacher (CRT) coverage to support completion of the PRSE and/or participation in review days.

Schools submit reimbursement requests through the Schools Targeted Funding Portal after the review is completed. Further information on claiming the reimbursement is provided to schools before the review begins.

For more information, refer to the Schools Targeted Funding Portal.

For a quick guide on how to use the portal, refer to Walkthrough for schools (PDF) (staff login required).

Cluster reviews

Schools may express interest in a cluster review, which involves undertaking a review together with one or more local and/or similar schools.

The principals, in partnership with their senior education improvement leader (SEIL) and reviewer, can agree what activities will be shared or separated. For example, schools may conduct classroom observations and staff focus groups together but have separate panel meetings and student focus groups. If desired, the cluster schools can develop common key directions for their next School Strategic Plans (SSP).

Annex or hub schools that have a shared SSP can combine their school reviews, sharing review days and the review report.

If schools are interested in a cluster review, this can be discussed with their SEIL, who will follow-up with the School Planning, Review and Annual Reporting Unit to coordinate.

Advice on the use of data to develop key directions for the School Strategic Plan for smaller schools is available on the School Strategic Plan guidance (coming soon).

8. Advice for specialist schools and designated purpose settings

The School Planning, Review and Annual Reporting Unit will match schools to a reviewer with expertise in working with specialist schools and designated purpose settings.

Flexibility for these contexts can be offered and agreed in consultation with the principal, reviewer and senior education improvement leader (SEIL). Schools can also contact the School Planning, Review and Annual Reporting Unit with specific requests or to seek personalised advice by emailing SchoolReview@education.vic.gov.au

For questions about using data from Panorama, schools can contact the Regional Evidence Unit at School.Performance.Data@education.vic.gov.au.

The following areas of compliance have special conditions for specialist and designated purpose schools noted in the pre-review self-evaluation (PRSE).

Curriculum and Student Learning Minimum Standard

• The Minimum Standard requires schools to present a curriculum plan (or equivalent documentation) which outlines, at a high level, the teaching and learning program delivering all 8 key learning areas. Specialist and designated purpose schools can indicate N/A if the school does not offer all 8 key learning areas and make a note confirming it is a specialist or designated purpose school.
• The Minimum Standard requires schools to provide sample timetables that demonstrate how the 8 key learning areas are delivered. Specialist or designated purpose schools that are not delivering all 8 key learning areas must still provide sample timetables (or other documents) that demonstrate the key learning areas being delivered.
• The Minimum Standard requires schools to provide curriculum documentation that explains how and when the curriculum and teaching practice will be reviewed. This is usually demonstrated via a Curriculum Framework (see template available on the School Policy Templates Portal (staff login required)).
• The Minimum Standard requires schools to ensure student performance is reported in writing at least twice yearly and that reports must include:
  • Teacher judgement against the curriculum achievement standard
  • An indication of progress since the student’s last report
  • A five point scale for all subjects (see: Five Point Scale resource (DOCX)).

Department policy requirements

Specialist schools are not required to demonstrate that they are delivering Holocaust Education (required by department policy) to students in year levels 9 and 10 unless they have students who are working towards achieving Level 9 and 10 of the Victorian Curriculum V2.0: History. For example, a specialist school with students in Year 10 who are working towards Level 2 of the Victorian Curriculum: History does not need to demonstrate that they are delivering Holocaust Education. Refer to Holocaust Education – Delivery Requirement PAL topic.

Flexible Learning Options (FLOs)

Schools with FLO settings or programs can describe in the PRSE how their practices and processes have contributed to student learning and wellbeing outcomes.

For further information on FLOs, refer to the Flexible Learning Options PAL topic.

9. Assessing compliance with the Curriculum and Student Learning Minimum Standard and department policy requirements

Assessing compliance against the Curriculum and Student Learning Minimum Standard

All secondary and specialist settings, and a sample of primary schools being assessed for compliance with the Curriculum and Student Learning Minimum Standard during their school review must undertake the self-assessment. Primary schools selected for assessment will be notified by their school reviewer. Schools that are required to complete the assessment will access the self-assessment checklist through the pre-review self-evaluation (PRSE) template on the Strategic Planning Online Tool (SPOT) (staff login required).

Primary schools not being assessed for compliance with the Curriculum and Student Learning Minimum Standard during their school review that wish to confirm whether they are compliant with the Standard can complete the self-assessment checklist via the Resources tab.

When completing the self-assessment through the PRSE, schools are required to upload supporting evidence, and if they self-assess as 'non-compliant' with any requirement, must describe how the school is working towards compliance.

The reviewer will assess compliance by reviewing the evidence uploaded to the PRSE and seeking additional evidence as needed. The reviewer will meet with the principal and SEIL to discuss their findings. This usually occurs following the conclusion of the final school review panel meeting.

The reviewer will submit the compliance assessment report to the department for moderation by the Operational Policy, School Engagement and Compliance Division (OPSEC).

Where following moderation a school is found to be non-compliant with any aspect of the Curriculum and Student Learning Minimum Standard, OPSEC will advise the SEIL of the area(s) of non-compliance identified and the actions for the school to take to address those areas. SEILs are responsible for supporting schools to achieve compliance with these requirements and once compliance has been achieved, confirming this with OPSEC and providing any relevant documentary evidence.

Information and resources to support schools to comply with the Curriculum and Student Learning Minimum Standard are available on the Curriculum Framework page of the School Policy Templates portal.

For further queries about the Curriculum and Student Learning Minimum Standard requirements, contact OPSEC by emailing School.Compliance@education.vic.gov.au

The assessment of compliance with all other Minimum Standards (including the Child Safe Standards) is conducted by OPSEC, separately from the school review. More information is available in the Department’s policy on Minimum Standards and School Registration.

Assessing compliance against relevant department policy requirements

As part of the PRSE, all schools self-assess and report on their compliance with 3 department policy requirements. For further information on these policies, please refer to:

• Mobile Phones – Student Use
• Holocaust Education – Delivery Requirements
• Sexuality and Consent Education.

The reviewer will confirm that schools have provided evidence of meeting the policy requirements during the school review. The relevant policy areas in the department will follow up as appropriate.

Resources

Principals can contact their senior education improvement leader (SEIL) for support with their school review.

For additional information, please contact the School Planning, Review and Annual Reporting Unit at SchoolReview@education.vic.gov.au

Resources to support the school review process

• FISO 2.0 continua self-evaluation tool (DOCX) (staff login required)
• SPOT troubleshooting guide (DOCX) (staff login required)
• Optional curriculum and student learning minimum standard compliance checklist - primary schools (DOCX)(staff login required)